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Permanent link (DOI): https://doi.org/10.7939/R3PK07939

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Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences Open Access

Descriptions

Other title
Subject/Keyword
Stories of experience
professional knowledge landscape
early career teacher attrition
narrative inquiry
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Wnuk, Sheri L.
Supervisor and department
Dr. D. Jean Clandinin (Elementary Education
Examining committee member and department
Dr. Randy Wimmer (Educational Policy Studies)
Dr. Julie S Long (Elementary Education)
Dr. Clandinin, Jean (Centre for Research for Teacher Education and Development)
Department
Department of Elementary Education
Specialization

Date accepted
2013-08-28T11:50:51Z
Graduation date
2013-11
Degree
Master of Education
Degree level
Master's
Abstract
This work is an autobiographical narrative inquiry into my lived experiences teaching and my struggle to make sense of my shifting stories to live by (Connelly & Clandinin, 1999). My research in nestled within a larger semi-structured interview study of 40 early career teachers in Alberta. To begin, I inquire into the tensions and bumping places that lead me to leave teaching during my eighth year of practice. As I awaken to Clandinin and Connelly’s (1996) concept of professional knowledge landscapes, I explore ways in which my experiences have been shaped by the various contexts in which I have worked. I move to identify three threads from the larger study that resonate most with me. I use these threads to further guide my inquiry. This study provides insights into how we might think differently about sustaining teachers who are beginning as well as sustaining teachers with experience.
Language
English
DOI
doi:10.7939/R3PK07939
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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